Aim: In order to understand the effect of laboratory rotation

improve and strengthen the cultivation of scientific research ability for academic medical postgraduate students. Method: Questionnaire surveys including training content

teaching mode

achievements

necessity

quantity

duration and cultivating approach for scientific research ability were conducted on the 130 students in four grades who joined in the laboratory rotation project. Results: A total of 130 questionnaires were sent out

and 130 valid ones were retrieved with the efficient rate of 100%. As shown in the result

postgraduate students considered the “learning specific technique” (34.9%)

“directly participating in the research projects” (27.9%) and “watching the experimental operation” (21.4%) as the main training contents; “senior students teaching” (39.2%) and “advisor teaching” (36.1%) as the teaching mode. 58.6% students believe that advisor teaching mode is better; 68.4% students believe that senior students teaching mode is better; 67.7% students think that the effect of laboratory rotation is good; 60.8% students think that conducting laboratory rotation could help to cultivate the research ability; 45.4% students suggest that the rotation training in three laboratories; 41.5% students think that the duration of training in each laboratory should be two months. 28.5% students think that the assessment method should be “ writing a thesis”. Conclusion: Conducting laboratory rotation is a very effective method for improving the cultivation of scientific research ability for academic medical postgraduate students.